Issues Affecting Staff Enhancement of Speech-Generating Device Use Among People with Severe Cognitive Disabilities

Schepis, Maureen M.; Reid, Dennis H.

doi:10.1080/0743461032000056469

Cited by 12 publications

(12 citation statements)

References 27 publications

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“…1978). In addition, Schepis & Reid (2003) state that manual signs may be unfeasible for some people with severe physical disabilities, which commonly occur in people with intellectual disabilities (McLaren & Bryson 1987), due to the specific motor movements required.…”

Section: Introductionmentioning

confidence: 99%

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A pilot investigation into the efficacy of a signing training strategy for staff working with adults with intellectual disabilities

Chadwick¹,

Jolliffe²

2009

Brit J Learn Disabil

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Accessible summary• We taught staff some useful signs to help them to communicate with people.• We asked staff if they liked the different ways of teaching we used.• We tested staff trained to see if they remembered the signs.We found out that:• Trained staff could do the signs better than untrained staff.• Staff who had been taught liked the different ways of teaching that we used.• Only a few staff used the signs a lot when they were communicating with people. SummaryTo contribute to increasing the quality and quantity of communication between staff and adults with intellectual disabilities, training was undertaken to enhance the awareness and knowledge of signing as a method of communication. Multidisciplinary team members, residential and day centre staff were trained to use 20 core signs. Training methods employed included: a training session; a training video; and a training card showing the 20 signs. Caregiver knowledge of the 20 signs was assessed between 6 and 12 months following implementation of the training. Information was also collected about the level of exposure to each of the training methods, and about staff perceptions of the usefulness and effectiveness of the different training types. Training was considered effective by staff, especially the formal training. Trained staff were significantly more accurate at signing, although this knowledge and capability did not often translate into everyday use of signs.

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Section: Introductionmentioning

confidence: 99%

“…These AAC systems aim to increase peoples' expressive and functional communication (e.g. Schepis & Reid 2003; Schlosser 1999; Thorley et al. 1991).…”

Section: Introductionmentioning

confidence: 99%

A pilot investigation into the efficacy of a signing training strategy for staff working with adults with intellectual disabilities

Chadwick¹,

Jolliffe²

2009

Brit J Learn Disabil

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“…For example, 10 years ago, Schepis and Reid (2003) described an outcome management approach that can be used to teach human services staff to support people with IDD in residential and other settings. This approach, combined with strategies for both supportive and corrective management by supervisors, has been demonstrated to be effective in non-AAC domains; yet, little research has sought to apply this or similar frameworks to AAC instruction aimed at staff in community residential settings.…”

Section: Research Directionsmentioning

confidence: 99%

Revisiting the Mosaic of Supports Required for Including People with Severe Intellectual or Developmental Disabilities in their Communities

Mirenda

2014

Augmentative and Alternative Communication

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The goal of this Forum article is to examine the progress that has been made over the past 20 years in providing opportunities for community living, inclusive schooling, and integrated employment to people with severe intellectual or developmental disabilities who rely on Augmentative and Alternative Communication (AAC). Recent research and statistical data from the United States and elsewhere are used to describe both the gains that have been made and the challenges that still remain. Directions for future advocacy and research efforts are also included.

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“…To further complicate matters, in an inclusive educational environment, 16 teachers and educational personnel needed to learn how to program and support the child's use of an AAC device over a 5-year period (Williams, Krezman, & McNaughton, 2008). Schepis and Reid (2003) identified seven basic steps in competence-and performance-based training for staff. These include specifying desired outcomes, roles for staff to support individuals in achieving these outcomes, providing both written and oral expectations and instructions to staff, demonstration of how to perform duties, and observation of staff performing the duties with corrective feedback as necessary.…”

Section: Training System Use: Developing Communicative Competencementioning

confidence: 99%

Augmentative and Alternative Communication Systems

Cook

Polgar

Encarnação

2015

Assistive Technologies

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Issues Affecting Staff Enhancement of Speech-Generating Device Use Among People with Severe Cognitive Disabilities

Cited by 12 publications

References 27 publications

A pilot investigation into the efficacy of a signing training strategy for staff working with adults with intellectual disabilities

A pilot investigation into the efficacy of a signing training strategy for staff working with adults with intellectual disabilities

Revisiting the Mosaic of Supports Required for Including People with Severe Intellectual or Developmental Disabilities in their Communities

Augmentative and Alternative Communication Systems

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